英语教学法-16.Teaching-Writing

TeachingWritingTeachingContents1.What,whyandhowdowewrite?2.Acommunicativeapproachtowriting;3.Problemsinwritingtasksinexistingtextbooksandclassroomteaching;4.Aprocessapproachtowriting;5.Motivatingstudentstowrite6.Designingwritingtasks.7.WritingthroughtheInternet.I.What,whyandhowdowewrite?1.Thepurposeofwritingclass•Bywriting,studentscanlearnthelanguageandculture;•Bywriting,studentscanimprovetheirlistening,speakingandreadingabilities;•Bywriting,studentscanimprovetheirthinkingability.2.ThenatureofwritinginrealityTASKThinkaboutyourdailywritinginChineseandyourexperiencesofwritinginEnglish.Fillinthetablebelowwiththingsthatcometoyourmindfirst.Thethingswewriteinreality:letters,journals,notes,instructions,posters,essays,reports,menus,fillingforms,answeringquestionnaires2.Thenatureofwritinginreality•Thereasonswewrite:Toconveymessagesorjusttokeeparecordofwhatisinourmind•Thewaywewrite:Somepeopleneverputdownawordbeforerehearsingthesentencemanytimesintheirmind,whileotherpeoplewritedownanythingthatcomestotheirmindandthendoalotofeditingandproof-reading.2.ThenatureofwritinginrealityComparingwritinginourEnglishteachingclassroomwithwritinginreality:1)WritingintheELTclassroom(alsoashomework)isoftenseenasameanstoconsolidatelanguagethatisrecentlystudied.2)Thestudentsfinishthetaskthantheteacherassignedwithinthetimelimitandhandinthefinalproduct.II.AcommunicativeapproachtowritingCommunicationwritingmeanseitherwritingforaspecificrecipient,orengaginginanactofcreativewriting.Itisauthenticwritingtasksthathavesomecommunicativeelements.1.Whyshouldweadoptcommunicativeapproachtowriting?•Currentmethodologydoesrecognizetheplaceofwrittenexercisesasameanstoconsolidatelanguagealreadystudied.•Currentmethodologyalsoacknowledgesthatmechanicalwritingactivitiesdonotbythemselvesmotivatestudents.2.Writingforlearningorwritingforcommunication?•Atthestageoflanguagelearning,noteverythingcanbepurelycommunicative;thatis,thelearnersdomanyactivitieswhilekeepinganeyeoncertainlanguageelements.Sosomewritingactivitiescanbebetween“writingforlearning”and“writingforcommunication”Task•Readthroughthefollowingwritingactivitiesanddecidewhichactivitiesarewritingforconsolidatinglanguage,whicharewritingforcommunication,andwhichareperhapsforboth.Trytogivereasonsforyourdecision.Possiblesolutions•Activity1isobviously“writingforconsolidatinglanguage”.Allthestudentshavetodoistocombinethesentencepairsintoonesentenceandmakeotherminorchanges.Thereisnocommunicationintheactivity.•Activity2canbeconsideredas“writingforcommunication”thoughthesituationisimaginedone.Ifthestudentswritetrulyaboutthesightseeingpossibilitiesintheirlocality,theactivitypromotesalotofcommunication.Possiblesolutions•Activity3canbebetween“writingforlearning”and“writingforcommunication”.Itdependsonwhomthestudentsarewritingto.Ifthewritingistobereadonlybyclassmates,thereisnocommunication.Ifthewritingistobereadbyotherpeople,itiscommunication.•Activity4istypicalofimaginativewriting.Thereisaclearrecipient.Sothestudentsknowwhomtheyareaddressing.Possiblesolutions•Activity5caninvolvetruecommunication,especiallyifstudentsfeelfreetomakesuggestionsaboutthecoursestheyaretaking.However,veryoftenstudentsrefrainfromtellingthetruthbecausetheydonotwanttohurtoroffendtheirteachers.•Activity6canbeconsideredasbetween“writingforlearning”and“writingforcommunication”.Ifthethingsbelongtothestudentsandtheywanttosellthem,thentheactivitybecomesmorecommunicative.III.ProblemsinwritingtasksThedeficienciesofwritingtasksinexistingEnglishtextbooks:1.mainlyaccuracy-based.2.designedtopracticecertaintargetstructures.3.insufficientpreparationbeforethewritingstage.4.nosenseofaudience.III.Problemsinwritingtasks5.nosenseofauthenticity.6.givenideastoexpressratherthanbeinginvitedtoinventtheirown.7.noopportunityforcreativewriting,particularlyforexpressingunusualororiginalideas.III.ProblemsinwritingtasksWithaminimumofadaptation,writingtasksinexistingtextbookscanbemademorecreativeandmorecommunicative.•BelowisawritingactivitytakenfromSEFC.Let’slookattheoriginaltaskandthenseehowitcanbeadapted.•WritingWriteaboutthesportswhichyoulike.Usephraseslikethese:Idon’tlike...Ienjoy...MyfavouritesportisIquitelike...Iprefer...to...Ilike...because•Obviouslythereisnospecificaudienceforthiswritingtask.Thestudentsmayask.“WhyshouldIwriteaboutthesportsIlike?Forwhatpurpose?Whoisgoingtoreadmywriting?”WritingAnE-friendhaswrittentoyouandhasdescribedthesportsthathe/shelikesmost.WriteanEmailtohim/herandtellhim/heryourfavoritesportstoo.wecanadapttheabovewritingtaskasfollows:IV.Aprocessapproachtowriting1.What’sprocesswriting?•Product-orientedmethodpaysgreatattentiontotheaccuracyofthefinalproductbutignorestheprocess,whichthestudentsgothroughtoreachthefinalgoal.•theteacherprovidestoguidethestudentsthroughtheprocessthattheyundergowhentheyarewriting.•Thiskindofguidanceshouldbegraduallywithdrawnsothatthestudentsfinallybecomeindependentwriters.•Focusontheprocessofwritingthatleadstothefinalwrittenproduct;•Helpstudentwriterstounderstandtheirowncomposingprocess;•Helpthemtobuildrepertoiresofstrateg